site header

Consecutive Education

Consecutive Education is a two-semester program that prepares university graduates to become educators.

  • Teacher candidates in class working together.

    Teacher candidates complete their coursework at Duncan McArthur Hall.

  • A staff member helping a student on a computer.

    Faculty and staff are always ready to help.

  • A teacher candidate practicing on a SmartBoard.

    Workshops and practice time also prepare teacher candidates for the classroom.

  • A teacher candidate lying on a large carpet map.

    Teacher candidates also get to test some unique teaching tools.

  • A teacher candidate leading a group exercise outside.

    Teacher candidates teach each other inside and outside of the classroom.

  • A teacher candidate practice teaching.

    Teacher candidates complete practicum placements in schools.

  • A teacher candidate holding puppets.

    Alternative practicum placements allow teacher candidates to do placements anywhere they wish as long as it is related to the program.

  • A teacher candidate in front of the Colosseum in Rome holding a Queen’s flag.

    Teacher candidates can complete practicum placements overseas and they can qualify for funding to help them get there.

  • A teacher candidate explaining biology to young students at Science Discovery Day.

    Extracurricular events and activities organized by teacher candidates further promote teaching and learning among youth.

  • A teacher candidate teaching seniors arts activities.

    Our teacher candidates also promote teaching and learning to students of all ages by organizing special events for seniors.


  • university graduates earn a second degree: Bachelor of Education
  • approximately 650 teacher candidates are selected to the program annually (including final year Concurrent Education students)
  • for both Primary-Junior (K - Grade 6) and Intermediate-Senior (Grades 7 - 12)
  • teacher candidates complete 13 weeks of placements, including an alternative practicum that can be done outside a school setting and anywhere in the world as long as it is related to the program
  • the Elliott/Upitis/Bamji Travel Fellowships support education-related travel outside Canada such as for alternative practicum placements
  • students can apply to the Aboriginal Teacher Education, Artist in Community Education, Outdoor & Experiential Education and Technological Education programs

Teaching Subjects

Candidates in the Intermediate-Senior program option choose two of the following subjects:

  • Computer Studies
  • Dramatic Arts
  • English
  • French as a Second Language
  • Geography
  • Health and Physical Education (cancelled for 2014-15 admission)
  • History
  • Mathematics
  • Music – Instrumental
  • Music – Vocal
  • Native Studies
  • Science – Biology
  • Science – Chemistry
  • Science – Physics
  • Visual Arts


Both Primary-Junior and Intermediate-Senior teacher candidates take courses such as:

  • Schools, teaching and curriculum
  • Planning for learning
  • Assessment and evaluation
  • Professional teaching practice
  • Equity, inclusivity and special education
  • Psychology, philosophy and social justice

These courses will expand your perception of education as you know it, introduce you to new ideas and practices, and ask you to critically reflect on how you will practice as an educator.

Moreover, all students can select elective courses in their final year to tailor their program to their needs.

Brief descriptions of the courses offered in the Consecutive program can be found in the Faculty of Education calendar.


Teacher candidates complete 13 weeks of placements. There are 3 practicum components: two components in the fall (3 weeks each) and one component in the winter term (4 weeks). These practicum components are followed by an alternative practicum (3 weeks), which offers an opportunity to explore an area of educational interest within a context that is different from that experienced during the three regular practicum components. Candidates are encouraged to complete placements outside of a school setting, and they can do an alternative practicum anywhere in the world as long as it is related to the program.

The practicum portion of the final year program is longer at Queen’s than at many other faculties of education, and students therefore gain additional practical experience. Moreover, the Queen’s Elliott/Upitis/Bamji Travel Fellowships support education-related travel outside Canada such as for alternative practicum placements in an international setting.

International Opportunities

Many teacher candidates interested in teaching internationally take advantage of the opportunity to do the alternative practicum abroad. Previous candidates have acquired placements at, for instance, Kew Gardens in the UK, the DAH Theatre Research Centre in Belgrade, Marymount School in Paris, Canadian International School in Hong Kong, Graded School in Sao Paulo, and Hisar School in Turkey. Education Career Services has a large network of international schools and have been able to facilitate successful job searches for thousands of graduates.

Admission Requirements

Admission requirements are in the Queen's section of the Ontario Universities’ Application Centre Teacher Education Application Service (TEAS) Instruction Booklet. 2014-15 admission requirements and application instructions will be available the week of 16 September 2013.

Selection of applicants is based on:

  1. meeting the admission requirements and/or recommendations;
  2. the number of spaces available in the option/teaching subject/program track requested;
  3. Practicum placement availability;
  4. the score from the Personal Statement of Experience; and
  5. the score based on the academic average and number of prerequisites and/or recommended courses.

The scores from “d” and “e” above have equal weight.

Admission Recommendations for Primary-Junior & Intermediate-Senior

Applicants are recommended to have:

  1. A minimum “B” average based on the grading scheme of the issuing postsecondary institution.
  2. One half‑year course in Developmental Psychology (or equivalent) or one full‑year course in Introductory Psychology (or equivalent).
  3. Completed a four‑year honours undergraduate degree (20 full‑year courses). Applicants with less than 20 full-year courses are recommended to take additional courses to add up to 20, as this can be an advantage for salary and advancement when teaching.

*Recommended courses provide a broader subject knowledge that will be helpful with a teaching career.

Unless otherwise specified, throughout the Admissions Policies, a “course” means a university‑level or second‑year CEGEP course.

“One full‑year course” means a full‑year course or its equivalent (e.g., two half‑year courses).

Primary-Junior Recommendations

In addition to the above, it is recommended that Primary-Junior applicants complete a minimum of one half‑year course in any of the following six discipline areas. These six areas are incorporated in the content and pedagogy of Ontario Primary-Junior curriculum:

  • English
  • Mathematics
  • Science
  • The Arts (visual arts, music, drama, film studies, Shakespeare, children’s literature)
  • Geography or Canadian History
  • Health and/or Physical Education
Intermediate-Senior Requirements/Recommendations
  1. Please refer to the Teaching Subject Course Requirements (below) for the required and/or recommended courses for teaching subjects offered in the Queen’s Teacher Education program.
  2. It is recommended that applicants have a minimum “B” average in the courses that meet the teaching subject requirements.
  3. Five full‑year courses are required for the first teaching subject; three full‑year courses are required for the second teaching subject (four are required if Music is the second teaching subject). Completing some of the teaching subject courses from upper‑year course offerings at the university level is recommended. Consideration for offers of admission may be given at the discretion of the Queen’s Education Registrar.
  4. Each course taken in preparation for a teaching subject may be used only once towards either teaching subject (i.e., “double counting” is not acceptable).
  5. A maximum of one full‑year course will be accepted from outside the department of the teaching subject (refer to “Notes about postsecondary transcripts”, item iii. above).

Teaching Subject Requirements

Computer Studies

No additional requirements.

Dramatic Arts


  • One full‑year practical studio course (acting or directing); and
  • One half‑year course in theatre history (which may include any of the following components: performance in western and eastern theatre traditions from early classical eras to the end of the 19th century, a survey of production methods, and architecture).


  • One half‑year course in theatre production (which may include any of the following components: stage management, scenery design, costumes, lighting and sound systems).



  • One full‑year course with Canadian content in English literature or poetry; and
  • One full‑year or a combination of two half‑year courses in any of the following:
    • English literature
    • Poetry
    • Creative writing

An acceptable equivalent for the full‑year writing course would be one full‑year English course or equivalent that includes an exploration of writing in a variety of literary genres (e.g., poetry, drama, fiction and non‑fictional prose).

French as a Second Language


  • One full‑year course with strong overall grammar review at a minimum second‑year level; and
  • One full‑year comprehensive literature course; and
  • One full‑year oral communication course.



  • One half‑year course in Canadian geography (physical and/or human).


  • Courses in Canadian geography, economic geography, geomatics (GIS/GPS), global development, ecosystems/ecozones.



  • One full‑year survey course in Canadian History.


  • Two or more of the following courses central to the History program taught in Ontario secondary schools:
    • Modern European History
    • American History
    • Ancient & Medieval History
    • World Politics

Courses from a department other than history may have sufficient history content to be counted toward full or partial course requirements.



  • Courses beyond those in the core calculus/analysis stream.

A related course may be considered (up to a maximum of one full‑year course or equivalent) if the course has a math or statistics course listed as an exclusion; in these cases, calendar descriptions listing the exclusion must be sent to the Education Registrar’s Office.

Music (Instrumental or Vocal)

Applicants may not select both Music – Instrumental and Music – Vocal as teaching subjects.


  • A minimum of one full‑year university course in each of the following areas of music study:
  • Music theory; and
  • Music history; and
  • Applied music; and
  • Music education.

The music history course may include musicology, ethnomusicology and/or popular music. The applied music course is equivalent to a Grade 8 Conservatory certificate. Music Education courses may include courses in second instruments, conducting, music education methods and/or music technology.

Native Studies

No additional course requirements.

Science – Biology


  • One full‑year course that has a major laboratory component, from a university biology department.
  • Only one full‑year course in each of biochemistry and human biology will be accepted.


  • Any or all of the following courses will be useful: cell biology, ecology, genetics, microbiology, plant and animal (invertebrate and vertebrate – including human) biology.

Science – Chemistry


  • One full‑year course in introductory chemistry; and
  • One half‑year course in organic chemistry.

Only one full‑year course in biochemistry will be accepted. Applicants with an undergraduate degree in engineering must specify the chemistry content of each course and supply calendar descriptions.

Science – Physics


  • One full‑year, first‑year introductory physics; and
  • One half‑year course in electricity & magnetism beyond first‑year introductory physics.

Applicants with an undergraduate degree in engineering must identify the physics content of each course, using mechanics, sound, optics, and electricity and magnetism as headings, supplemented by calendar descriptions, to indicate the physics content in any course not labelled as Physics.

Visual Arts


  • Two full‑year courses in comprehensive studio practice (including drawing and painting); and
  • One full‑year survey course in art history.


  • Studio practice in printmaking and/or three‑dimensional design.

See How to Apply.

For information regarding admission, please contact the Education Registrar's Office.

Events and Extracurricular Activities

Events and extracurricular activities provide teacher candidates with further opportunities to initiate and experience projects and develop their professional network. For further information about annual Faculty events and activities, see News & Events.

Career Opportunities

The Education Registrar will inform the Registrar of the Ontario College of Teachers when a teacher candidate has successfully completed the program. Graduating teacher candidates who plan to teach in Ontario must formally register to become members of the College and be awarded the Certificate of Qualification and Registration as a teacher.

Given the different curriculum taught in each province, teacher candidates interested in teaching in other provinces need to ensure they have the requisite background to teach in that province.

Graduates are engaged in a variety of careers ranging from full-time classroom teaching to work in other areas. For further information, see Education Career Services and our Alumni Spotlights.